Writing Objectives

Presented by: Mbarek El-farhaoui

CRMEF Inzegane Trainer: Mr. Ayad Chraa

Outline ….

I. Definition and purpose

II. Process

III. Difference between standards/goals/ objectives

VI. The four components of objectives

I. Definition and Purpose

Objectives are specific results that a teacher aims to achieve within a time frame and with available resources.

Well- stated objectives help teachers clarify what they want their students to learn.

Using objectives, teachers can evaluate whether their students have learned and whether their own teaching has worked.

II. Process There are four major steps:

1. Decide on the learning outcomes

2. Break down the general outcomes into more specific objectives.

3. Next, figure out how you will assess the outcomes. What evidence you will accept that students have achieved the understanding.

4. Plan the lessons and activities that will help students achieve those outcomes.

III. Difference between standards/ goals/ objectives

1. Specificty: Objectives are specific

Standards include more general outcome statements

Goals can be general or specific

2. Long-term or short-term

Objectives are considered to be short-term because they describe the learning outcome expected in days, weeks, or months.

Goals and standards describe learning outcomes expected to occur at the end of a longer period of time – weeks, months, or years.

3. Uses: Objectives are used lesson and activity plans. Goals are also found in units of instruction. Standards are used in state or district curricula, or are set by professional organizations.

VI. The four components of objectives

1. Content This component describes the specific subject matter to be learned.

Teachers should be specific enough that anyone reading the objective will understand the subject matter. Teachers should be generic enough that the emphasis is on knowledge and skills that are important.

2. Behavior

This component states what students will do to demonstrate their learning.

Examples of behavior include:

Say, write, list, define, predict, compare, select, etc.

Objectives should involve only one or two required behaviors. Ojectives that include many behaviors make evaluation confusing.

Teachers should include alternate behaviours (write, type, or say, for example) to allow all students, including those with disabilities, to be successful.

Teachers have to leave out nonessential or redundant behaviors. For example, « Students will copy the sentences and circle all nouns ». Omit « copy the sentences ». It has nothing to do with the skill of identifiying nouns.

Omit « be able to » as in the example, « the student will be able to make a speech … » The phrase adds words but no meaning. Remember that the performance is important, not an assumed ability or inability. ??? Write objectives for what the students will do, not what the teacher will do.

3. Conditions It is important to describe the conditions, circumstances, situation, or setting in which the student will perform the behavior.

These conditions provide additional specificity about what the student will learn.

4. Criterion

This component describes how well the students should perform in order to say that they have met the objective. See pages 19-22

Thank you for your attention